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Treffer: The Relationship of Students' Classroom Behaviour and Word Reading--The Role of On-Task Behaviour as a Mediator

Title:
The Relationship of Students' Classroom Behaviour and Word Reading--The Role of On-Task Behaviour as a Mediator
Language:
English
Authors:
Barbara Maria Schmidt (ORCID 0000-0002-9167-0442), Annica Elies, Jennifer Plank, Alfred Schabmann (ORCID 0000-0001-8523-9747)
Source:
Journal of Research in Special Educational Needs. 2025 25(4):812-822.
Availability:
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed:
Y
Page Count:
11
Publication Date:
2025
Document Type:
Fachzeitschrift Journal Articles<br />Reports - Research
Education Level:
Elementary Education
Early Childhood Education
Grade 1
Primary Education
Descriptors:
Student Behavior, Classroom Environment, Decoding (Reading), Time on Task, Learner Engagement, Elementary School Students, Grade 1, Depression (Psychology), Aggression, Hyperactivity, Reading Tests, Scores, Conceptual Tempo, Withdrawal (Psychology), Behavior Problems
DOI:
10.1111/1471-3802.70013
ISSN:
1471-3802
Entry Date:
2025
Accession Number:
EJ1486627
Database:
ERIC

Weitere Informationen

The aim of the present study is to examine the relationship between students' classroom behaviour and word reading (decoding), considering the role of students' engagement in learning (defined as on-task behaviour, OTB, as part of the more global 'behavioural engagement' sensu Fredricks) as a mediator between behaviour and reading. A wide range of classroom behaviour of 171 first-grade students (M = 6.7 years; SD = 0.30), including internalizing and externalizing behaviour, was rated after 2 months of schooling in grade one. Reading was tested at the end of first grade. Results indicated that out of six behavioural dimensions we analysed, only depression, aggression and hyperactivity had significant indirect effects on reading test scores via students' on-task behaviour, but no direct effects. Impulsivity, withdrawal and oppositional behaviour showed no effects at all. Learning engagement had a significant effect on reading.

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